DEVELOPMENT OF SOCIAL SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS USING THE METHOD OF SOCIAL LARPING

Abstract

The article highlights the problem of social larping as an effective method of forming social skills in children with autism spectrum disorders (ASD). It highlights typical difficulties of children with autism, which are manifested in persistent difficulties in social interaction, communication, relationship formation and the presence of repetitive, stereotypical behavior. It is emphasized that such children often demonstrate avoidance of social contacts, emotional instability, limited vocabulary, which determines the need for specially organized methods of developing social skills. The study focuses on the potential of social larping as an innovative approach to the formation of social competence in children with autism. Based on the works of S. Bowman, T. Henriksen, T. Wrigstad, T. Sumenko and other scientists, the essence of social larping is described as a type of role-playing simulation that provides a safe, controlled and at the same time realistic environment for modeling socially significant situations. It is emphasized that role-playing scenarios promotes the development of communication, cooperation skills, emotion regulation, provides overcoming of anxiety and aggression, forms the ability to transfer acquired behavioral models into everyday life. The publication indicates the organizational and methodological conditions for the implementation of social larping: the structure of plots, the use of visual and verbal cues, adaptation of the environment, preparation of attributes and sensory prophylaxis. Particular attention is paid to the role of the teacher as a facilitator. An example of social simulation is given. The practical possibilities of the method in creating conditions for training the sequence of actions, initiating contacts, performing role tasks and observing social rules are demonstrated. The author emphasizes that social larping is an effective tool for developing social competence of children with ASD, which allows effectively immersing children in structured social situations and forming new social experience in them.